Thomas M. Smith
Thomas M. Smith
Professor, Peabody College, Vanderbilt University
Verified email at - Homepage
Cited by
Cited by
What are the effects of induction and mentoring on beginning teacher turnover?
TM Smith, RM Ingersoll
American educational research journal 41 (3), 681-714, 2004
The wrong solution to the teacher shortage
RM Ingersoll, TM Smith
Educational leadership 60 (8), 30-33, 2003
Do teacher induction and mentoring matter?
RM Ingersoll, TM Smith
NASSP bulletin 88 (638), 28-40, 2004
Democratic school climate and sense of community in school: A multilevel analysis
A Vieno, DD Perkins, TM Smith, M Santinello
American journal of community psychology 36 (3-4), 327-341, 2005
Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma
LM Desimone, TM Smith, K Ueno
Educational administration quarterly 42 (2), 179-215, 2006
Easy in, easy out: Are alternatively certified teachers turning over at increased rates?
C Redding, TM Smith
American Educational Research Journal 53 (4), 1086-1125, 2016
Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools
LM Desimone, TM Smith, KJR Phillips
Teachers college record 115 (5), 1-46, 2013
“Highly qualified” to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school mathematics
TM Smith, LM Desimone, K Ueno
Educational evaluation and policy analysis 27 (1), 75-109, 2005
Explaining the gap in charter and traditional public school teacher turnover rates
DA Stuit, TM Smith
Economics of Education Review 31 (2), 268-279, 2012
Educational and labor market performance of GED recipients: Executive summary
D Boesel, N Alsalam, TM Smith
National Library of Education, Office of Educational Research and …, 1998
Survey measures of classroom instruction: Comparing student and teacher reports
LM Desimone, TM Smith, DE Frisvold
Educational Policy 24 (2), 267-329, 2010
Systems for instructional improvement: Creating coherence from the classroom to the district office
P Cobb, K Jackson, E Henrick, TM Smith
Harvard Education Press, 2020
Enhancing commitment or tightening control: The function of teacher professional development in an era of accountability
TM Smith, KJ Rowley
Educational Policy 19 (1), 126-154, 2005
Assessing barriers to the reform of US mathematics instruction from an international perspective
LM Desimone, T Smith, D Baker, K Ueno
American Educational Research Journal 42 (3), 501-535, 2005
Does policy influence mathematics and science teachers’ participation in professional development?
LM Desimone, TM Smith, KJR Phillips
Teachers College Record 109 (5), 1086-1122, 2007
Inquiry-oriented instruction in science: Who teaches that way?
TM Smith, LM Desimone, TL Zeidner, AC Dunn, M Bhatt, ...
Educational evaluation and policy analysis 29 (3), 169-199, 2007
Qualifications and assignments of alternatively certified teachers: Testing core assumptions
L Cohen-Vogel, TM Smith
American Educational Research Journal 44 (3), 732-753, 2007
The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics
P Cobb, T Smith
International handbook of mathematics teacher education 3, 231-254, 2008
The condition of education (1996)
TM Smith
Diane Publishing, 1996
How do state-level induction and standards-based reform policies affect induction experiences and turnover among new teachers?
TM Smith
American Journal of Education 113 (2), 273-309, 2007
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